In a fourth-grade class that includes developing- and expanding-level English learners, the SEI teacher plans to lead the whole class in a close reading of an informational article about the effects of climate change and the decline in Arctic sea ice on the habitat and activities of polar bears. Before the reading, the teacher explicitly explains to the English learners key Tier One and Tier Two words in the article that are likely to be unfamiliar to them. The teacher also explicitly preteaches to all students the meanings of a few key domain-specific vocabulary words from the text. After the reading, which of the following strategies is likely to be most effective for the teacher to use in reinforcing students' comprehension of the information in the article, including the English learners' comprehension? 
  1. Asking the students to retell what the article is about using the new words they have learned
  2. Asking the students to read sections of the article aloud using appropriate phrasing and intonation.
  3. Asking the students to create a time line of any key events or developments covered in the article.
  4. Asking the students to locate and highlight the key words the teacher taught on a copy of the article.
Explanation
Correct Response: A. Asking English learners to retell what the article is about using the target words requires them to summarize the main ideas and details of the text and to apply the new vocabulary meaningfully. The process of summarizing reinforces and increases retention of the new vocabulary and content. B is incorrect because while practicing reading the text aloud with appropriate phrasing and intonation would support the students' development of prosody, a key indicator of reading fluency, it would not necessarily contribute to vocabulary growth or content learning. Creating a time line (C) would not be an appropriate strategy to use with this text because the text most likely has a cause/effect text structure, not a chronological text structure. Locating and highlighting the key words that the teacher taught (D) would not particularly support text comprehension or vocabulary development because the students are not applying the words or content meaningfully. 
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